A Case for Afrofuturism as a Curricular Approach for Black Girls in STEM

• In Event: I See You: How Black Womxn See and Speak to the Curricula Brilliance of Black Girls in STEM

Abstract

Purposes
Afrofuturism offers Black girls the opportunity to reframe their experiences in science and scientific knowledge into their own cultural mores. By critiquing STEM, Black girls are afforded the opportunity to view themselves in the past, present, and future in STEM. Incorporating Afrofuturism in STEM classrooms provides a chance for true interdisciplinary collaboration in language and writing, the arts, and history in K-16 schools. Afrofuturistic works may be set in or inspired by the past, present, or future providing the opportunity for the examination of cultural and historical contexts and critique of the practice of STEM. In this paper, I describe what Afrofuturism is, how it compliments  STEM education, and why an Afrofuturistic curricular approach would be advantageous for Black girls.

Perspectives
In describing Afrofuturism, Womack (2013) states “ With the diversity of the nation and world increasingly standing in stark contrast to the diversity in futuristic works, it’s no surprise that Afrofuturism emerged” (p.6). We see a similar discrepancy between the diversity of the nation and world and who is valued and highlighted in STEM courses. Although all cultures have contributed to STEM knowledge, White men are overrepresented in STEM spaces (Mensah & Jackson, 2018). McGee (2020) asserts that STEM spaces have been developed to attract White, heterosexual, middle and upper class men while detering other individuals. Within this reality, Black girls need opportunities to interrogate STEM as it is and identify expanded possibilities within STEM. Afrofuturism as a curricular approach meets this need because it “allow(s) new perspectives about how and why science and technology are performed and for what purpose, while expanding traditional definitions of STEM to include art and music” (McGee & White, 2021, p. 384). 

Discussion
In addition to the opportunity to examine science history, rediscover the contributions of Black people to science, and reimagine pasts and futures where the historical and cultural science knowledge of Black people is not ignored and disregarded, Afrofuturistic curricular approaches could be a pathway for the development of STEM identities for Black girls. Scholars have noted that the development of a strong STEM identity is essential for encouraging STEM interest and persistence (Collins, Joseph, & Ford, 2019). Black girls' experiences in STEM classrooms are influenced by their environment and how they are valued in those spaces (Davis, 2020; Joseph, Hailu, & Matthews, 2019). Afrofuturistic curricular approaches can value and affirm Black girls' epistemic and ontological assumptions in STEM by offering them the opportunity to facilitate imagination and joy in the STEM classroom by  creating space for Black girls to share their stories and knowledge, while finding their place and confidence in STEM. Black girls with a wide variety of interests can find a medium they connect with for scientific exploration and explanation through an Afrofuturistic curricular approach because Afrofuturism is found in music (Sun Ra, Janell Monae, Erykah Badu), art (Stacey Robinson), literature (Octavia Butler and N.K. Jemisin), and film (Ytasha Womack). 

Author

• Jordan Larissa Henley, University of Georgia - Athens